9th Grade World History

Unit: _ South America_______

Lesson title: Day 8: Part 2 of Pizarro in Cusco document-based lesson (FORMAL

OBSERVATION)___

Lesson duration: 50 minutes__________

Overview/Rationale Enduring Understandings

The conquest of the Incas and of the Aztecs is
often presented as a fairly simple affair, with the
Spanish guns, germs, and steel giving them
such an overwhelming advantage over native
populations that there was only ever one
possible outcome--domination of the Indians by
the Spanish. This is simply not the case in either
conquest, and this particular lesson has
students examine a textbook passage and open
it up with 3 other documents that present a
much more complicated picture of the conquest
of the Incas.
Spanish conquest of the Incas was
not a foregone conclusion
The Inca empire was seriously
weakened by political infighting,
disease, and rapid expansion
before Inca Huayna Capacs death
Cusco was not captured without a
struggle

Goals/Objectives Standards Materials

Students will practice Chromebooks (only
the historical thinking Standard - 8.1.W.B in sections 9-3 and
skills of sourcing, 9-4, who will not
Evaluate the interpretation of
corroboration, close have paper
historical events and sources,
reading, and handouts in order to
considering the use of fact
contextualization save paper).
versus opinion, multiple
Students will analyze Handouts with the
perspectives, and cause and
primary and remaining
effect relationships.
secondary sources to documents we will
gain a greater be reading
understanding of one PowerPoint
aspect of the Spanish presentation to
conquest of the Inca introduce the
subject

Procedures Time
Opener Have students briefly summarize the two documents we read 5 min.
yesterday. Reintroduce the Central Historical Question.
Body of the In pairs, students read Document C and answer guiding 20 min.
Lesson questions on it. I will elicit a few responses from Document C,
and then well move on to Document D. Students again read
the document and then answer the guiding questions in their
pairs. We then have 10 minutes of class discussion about the
 documents and determine whether the students feel that we
have adequately answered the Central Historical Question for
the day.
Closure Wrap up and tell students we will continue this 3 min.
document-based lesson tomorrow.

Accommodations Assessment/Evaluation
Documents have been modified to simplify the Participation in class discussion and
content and make them more accessible to early small group work.
high school students. Pair work supports
struggling learners and gives support as they
make meaning out of the documents.

Personal Reflection/Notes

Sources:

Opening Up the Textbook lesson created as an assignment for Dr. Reismans class